Grade 1 – Sharks Grade 2 – Simple Machines Grade 3 – Animals Grade 5 – Books I Really Like
Description of Lessons:
Sharks
Students explored what they knew about sharks and what they wanted to know about sharks and what they learned about sharks using a KWL chart.
- Resources Used: Online resources, books
- Grade Levels: First Grade
- Lesson Goal: To be able to conduct research about sharks and to create a shark poster demonstrating what they had learned.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved? The students completed posters to be included in the class book about sharks.
- Tips on implementing at another school Work with the classroom teachers to make a plan. The introductory phase took place in the library and the projects were completed in the classroom. Plan for at least two sessions in the library.
- Lessons learned Sharks are a very popular topic. Students think that they know a lot about sharks and are amazed at all the information that they learn.
- Plans for usage of material next year The materials will be used with other classes for a similar unit.
Simple Machines
Teacher introduced the components of simple machines. Students walked around the library identifying simple machines. Teacher assigned each student a type of machine to research. Students came to the library in small groups to conduct their research.
- Resources Used: Online Student Britannica, Internet, Books
- Grade Levels: Second Grade
- Lesson Goal: To learn about simple machines and to research a topic and write an illustrated report.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved? Students completed their projects.
- Tips on implementing at another school Plan a variety of machines that students are really interested in. Online resources can complement the print resources that are available.
- Lessons learned Students were very proud of themselves for learning how machines work.
- Plans for usage of material next year Materials will be used with other classes for a similar unit.
Animals
Using a KWL chart, students explored what they knew and what they wanted to know about various animals. Students came to the library and researched information about animals, answering the questions that they had formed and creating project books about the animals.
- Resources Used: Online resources, books, encyclopedias
- Grade Levels: Third Grade
- Lesson Goal: To learn about a topic and to be able to write about a topic.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved? Students completed nonfiction books about the animals.
- Tips on implementing at another school Allow for multiple library visits, so that students have enough time to answer their questions. I grouped the students by the animals that they were researching, and they were able to share the library’s resources.
- Lessons learned Allow for a new section of “Interesting Facts” to cover new information that they learn in addition to the questions that they wanted to answer.
- Plans for usage of material next year The materials will be used with classes for similar units.
Books I really Like
Each student picked a book that he or she really wanted to read. Many were series books, fantasies and graphic novels. After students read the books, they wrote down notes about what they really liked about the books and what they would say to get another student to read the book. Then students transferred those ideas to their posters.
- Resources Used: Books, markers, poster paper, construction paper
- Grade Levels: Fifth Grade
- Lesson Goal To identify a book, read it and be able to pitch that book to another student.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved? Students wrote about the books and created posters about the books.
- Tips on implementing at another school Allow time for multiple sessions.
- Lessons learned Students really enjoy good books and telling their peers about the books.
- Plans for usage of material next year The materials will be used with other classes for similar units.
Lesson Plan: Sharks
Essential Question:
How can I become an expert in a topic so I can write about it? What questions do I have about my topic that I would like to find the answer to?
Grade Level First Grade Inclusion Class Learning Outcomes: Students will know and be able to . . .
Reading Content Students will know that…
Reading Skills Students will be able to… identify and describe the text features of informational texts.
informational texts have photographs and/or diagrams and labels. the purpose of informational texts is to inform others. informational texts contain facts. information can be sorted and presented in different forms.
differentiate between fact/fiction. extract facts from a nonfiction text. make connections between texts. add to information already learned when reading multiple texts on the same topic. ask and respond to questions. find answers to questions in a nonfiction text. make predictions using meaning structure and visual cues. reread and self-correct when meaning is lost
Writing Content Students will know… informational texts organize ideas under headings, have photographs, diagrams and labels, have a contents page. the purpose of informational texts is to inform others.
Writing Skills Students will be able to… plan for writing using talk, drawing and graphic organizers. group ideas under headings. show an awareness of audience and purpose through content and language. support ideas with detail. use vocabulary drawn from reading. create checklists/charts for non-fiction writing. publish for an audience.
Standards: RI.1.1 Ask and answer questions about key details in a text RI.1.10 With prompting and support, read informational texts which are appropriately complex for grade 1. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SL.1. 1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
L: Read aloud a book about sharks; showed an online video about sharks. CT and L: Discussed what we learned about sharks.
Surprising Sharks by Nicola Davies Discovery online videos
Guided Practice
CT: Modeled what we know about sharks after listening to the book and watching the video.
Independent Practice//Check for Student Understanding
Students wrote down what they knew about sharks and what they wanted to learn about sharks. As they read the information, they wrote down what they had learned about sharks.
Books and articles about sharks Paper, pencils
Sharing and Reflection
CT and L: Students shared what they had written on their charts.
Assessment
CT: Formative assessment as unit progressed; students created a class book about sharks.
Follow up/Extensions: This was a four week unit done in the classroom with two library visits.
Lesson Plan: Simple Machines
Essential Question:
How can explanatory texts help us understand a topic or subject?
Grade Level – Second Grade
Learning Outcomes: Students will know and be able to . . .
Reading Content Students will know… Students will know explanatory texts have a main idea. Students will know the difference between fact and opinion Features of explanatory texts can help in monitoring for comprehension When reading explanatory texts the book does not have to be read in sequential order. Using a table of contents can help locate
Reading Skills Students will be able to… Identify the purpose and subject of an explanatory text. Use features of explanatory texts (headings, labels, diagrams, illustrations, and timelines) to help deepen their comprehension. Explain how pictures and diagrams help them understand a topic. Refer to text features, including diagrams, when talking about a text or topic.
Writing Content Students will know… That you can support facts by drawing pictures. That diagrams are often labeled to increase clarity. That you can provide interesting details around a topic and details support the main idea. That we write explanatory texts to teach readers about a topic.
Writing Skills Students will be able to… Provide information that teaches readers about a topic. Write an explanatory text focusing on one topic. Draw pictures, diagrams or maps, with captions or labels to support their explanatory writing. Distinguish between relevant and irrelevant information when planning.
CT & L: Class visited the library and identified simple machines in the library.
Library
Guided Practice
CT: Worked with students to identify topics.
Independent Practice//Check for Student Understanding
L: Students came to the library in small groups to research topics. Students searched on the catalog for books and online for online materials. CT: Students read about their topic, wrote about their topic and edited their writing. Students produces pictures and diagrams and labeled them.
Books Online Student Britannica Online Grolier Encyclopedia Internet sources Printer and paper
Sharing and Reflection
CT: Students shared about their topics and created a classroom bulletin board publishing their reports.
Assessment
CT: Explanatory Book Checklist: Does my writing include a…..
diagram or picture?
caption that explains the diagram or picture?
Lesson Plan: Animals Essential Question: How do I learn about a topic? Grade Level: Third Grade Learning Outcomes: Students will know and be able to . . .
Reading Content Students will know… Non Fiction has text features (Table of Contents, Glossary, headings, captions, photographs) to read NF Summarizing a text helps to determine the most important part. .
Reading Skills Students will be able to… use features of a text to navigate the text. relate important ideas in the text to each other and to other texts gain information from photographs and captions to better understand a topic. summarize to find the main idea and support with details from the text. ask questions before, during and after reading a text.
Writing Content Students will know… Writers write non fiction to inform a
Writing Skills Students will be able to… explain the purpose of their writing.
person about a topic. Writers include text features to help a reader navigate a text. Writers organize information based on specific sub topics within a topic. Writers include pictures, diagrams and captions to aid the reader with knowledge. Writers research multiple sources to gather information about a topic. Writers paraphrase research to write in their own words. Writers write in a logical sequence. Writers understand that to write nonfiction, the writer needs to become very knowledgeable about a topic. Writers revise their work by adding more information.
Writing Skills Students will be able to… explain the purpose of their writing. create a table of contents, glossary and create headings to group their information into paragraphs/chapters according to the headings. use headings, labeled diagrams, drawings, table of contents, or other features of informational text to guide the reader. create a caption for a photograph/illustration/diagram. research to gather information about a topic from at least two sources. Realize when they require more information – go back and continue research. paraphrase text by utilizing a graphic organizer (T-chart) to put information in their own words. organize their writing into this order: Cover (with Title), Table of contents, introduction, information, concluding statement and glossary. create a paragraph including a topic sentence, details with transitions and a concluding sentence for each sub topic. revise/edit their writing to check for errors and organization. demonstrate learning new content by paraphrasing.
Established Goals: Reading for Informational Texts R I.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI. 5. Use text features and search tools to located information relevant to a given topic efficiently. RI. 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. Writing W 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details Provide a concluding statement or section.
CT: Worked with students to select animal topic and to develop questions for research. L: Explained what resources the library has and how to look up information.
Books Online Student Britannica Online Grolier Encyclopedia Encyclopedias
Guided Practice
L: Modeled how to look up information in books and in encyclopedias and online.
Independent PracticeCheck for Student Understanding
L & CT: Students separated into small groups by topic, reading about their topic and writing down information.
Sharing and Reflection
CT & L: Students shared what they had learned.
Assessment
CT: Students edited and revised work and produced a book about their topics.
Lesson Plan: Books I Really Like Essential Question: What does an ad for a book look like? Grade Level: Fifth Grade Learning Outcomes: Students will know and be able to . . . Reading Content Students will know… We can read fiction for many purposes (e.g., for entertainment, to learn facts, to learn a lesson). Reading Skills Students will be able to… // Identify the purpose(s) for which they are reading a fiction text. Describe the main character and his/her interactions with other characters. Visualize key scenes using textual details. Reading Performance Tasks: Make a poster to persuade your peers that they would enjoy reading the same text that you read. Goals:
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. R.5.2. Determine two or more ideas of a text and explain how they are supported by key details.
Curriculum Connections: Connects to the Response to Literature Unit and the Persuasive Writing Unit
Librarian: Margaret Tice, MTice@schools.nyc.gov
Grade Levels: PreK-5
- Purchases made with Library REACH Funds:
Britannica Online School EditionGraphic Novels
Popular Series Books
Science Books
Social Studies Books
- Content areas addressed:
ELA – Reading MotivationScience Curriculum
Social Studies Curriculum
- Worked with teachers:
Grade 1 –Melissa Keck/Lizzie HetzerGrade 2 – Renee Garitta
Grade 3 – Marsha Shade
Grade 5 – Michelle Song
- Title of Projects implemented:
Grade 1 – SharksGrade 2 – Simple Machines
Grade 3 – Animals
Grade 5 – Books I Really Like
- Sharks
Students explored what they knew about sharks and what they wanted to know about sharks and what they learned about sharks using a KWL chart.- Resources Used: Online resources, books
- Grade Levels: First Grade
- Lesson Goal: To be able to conduct research about sharks and to create a shark poster demonstrating what they had learned.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved?
The students completed posters to be included in the class book about sharks.
- Tips on implementing at another school
Work with the classroom teachers to make a plan. The introductory phase took place in the library and the projects were completed in the classroom. Plan for at least two sessions in the library.
- Lessons learned
Sharks are a very popular topic. Students think that they know a lot about sharks and are amazed at all the information that they learn.
- Plans for usage of material next year
The materials will be used with other classes for a similar unit.
- Simple Machines
Teacher introduced the components of simple machines. Students walked around the library identifying simple machines. Teacher assigned each student a type of machine to research. Students came to the library in small groups to conduct their research.- Resources Used: Online Student Britannica, Internet, Books
- Grade Levels: Second Grade
- Lesson Goal: To learn about simple machines and to research a topic and write an illustrated report.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved?
Students completed their projects.
- Tips on implementing at another school
Plan a variety of machines that students are really interested in. Online resources can complement the print resources that are available.
- Lessons learned
Students were very proud of themselves for learning how machines work.
- Plans for usage of material next year
Materials will be used with other classes for a similar unit.
- Animals
Using a KWL chart, students explored what they knew and what they wanted to know about various animals. Students came to the library and researched information about animals, answering the questions that they had formed and creating project books about the animals.- Resources Used: Online resources, books, encyclopedias
- Grade Levels: Third Grade
- Lesson Goal: To learn about a topic and to be able to write about a topic.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved?
Students completed nonfiction books about the animals.
- Tips on implementing at another school
Allow for multiple library visits, so that students have enough time to answer their questions. I grouped the students by the animals that they were researching, and they were able to share the library’s resources.
- Lessons learned
Allow for a new section of “Interesting Facts” to cover new information that they learn in addition to the questions that they wanted to answer.
- Plans for usage of material next year
The materials will be used with classes for similar units.
- Books I really Like
Each student picked a book that he or she really wanted to read. Many were series books, fantasies and graphic novels. After students read the books, they wrote down notes about what they really liked about the books and what they would say to get another student to read the book. Then students transferred those ideas to their posters.- Resources Used: Books, markers, poster paper, construction paper
- Grade Levels: Fifth Grade
- Lesson Goal
To identify a book, read it and be able to pitch that book to another student.
- 1 page summary of lesson plan as an attachment
- How do you know the goal was achieved?
Students wrote about the books and created posters about the books.
- Tips on implementing at another school
Allow time for multiple sessions.
- Lessons learned
Students really enjoy good books and telling their peers about the books.
- Plans for usage of material next year
The materials will be used with other classes for similar units.
Lesson Plan: Sharks
Essential Question:
What questions do I have about my topic that I would like to find the answer to?
First Grade Inclusion Class
Learning Outcomes: Students will know and be able to . . .
Students will know that…
Students will be able to…
identify and describe the text features of informational texts.
the purpose of informational texts is to inform others.
informational texts contain facts.
information can be sorted and presented in different forms.
extract facts from a nonfiction text.
make connections between texts.
add to information already learned when reading multiple texts on the same topic.
ask and respond to questions.
find answers to questions in a nonfiction text.
make predictions using meaning structure and visual cues.
reread and self-correct when meaning is lost
Students will know…
informational texts organize ideas under headings, have photographs, diagrams and labels, have a contents page.
the purpose of informational texts is to inform others.
Students will be able to…
plan for writing using talk, drawing and graphic organizers.
group ideas under headings.
show an awareness of audience and purpose through content and language.
support ideas with detail.
use vocabulary drawn from reading.
create checklists/charts for non-fiction writing.
publish for an audience.
RI.1.1 Ask and answer questions about key details in a text
RI.1.10 With prompting and support, read informational texts which are appropriately complex for grade 1.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
SL.1. 1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CT and L: Discussed what we learned about sharks.
Discovery online videos
Paper, pencils
This was a four week unit done in the classroom with two library visits.
Essential Question:
Learning Outcomes: Students will know and be able to . . .
Students will know…
Students will know explanatory texts have a main idea.
Students will know the difference between fact and opinion
Features of explanatory texts can help in monitoring for comprehension
When reading explanatory texts the book does not have to be read in sequential order.
Using a table of contents can help locate
Students will be able to…
Identify the purpose and subject of an explanatory text.
Use features of explanatory texts (headings, labels, diagrams, illustrations, and timelines) to help deepen their comprehension.
Explain how pictures and diagrams help them understand a topic.
Refer to text features, including diagrams, when talking about a text or topic.
Students will know…
That you can support facts by drawing pictures.
That diagrams are often labeled to increase clarity.
That you can provide interesting details around a topic and details support the main idea.
That we write explanatory texts to teach readers about a topic.
Students will be able to…
Provide information that teaches readers about a topic.
Write an explanatory text focusing on one topic.
Draw pictures, diagrams or maps, with captions or labels to support their explanatory writing.
Distinguish between relevant and irrelevant information when planning.
CT: Students read about their topic, wrote about their topic and edited their writing. Students produces pictures and diagrams and labeled them.
Online Student Britannica
Online Grolier Encyclopedia
Internet sources
Printer and paper
Does my writing include a…..
Lesson Plan: Animals
Essential Question: How do I learn about a topic?
Grade Level: Third Grade
Learning Outcomes: Students will know and be able to . . .
Students will know…
Non Fiction has text features (Table of Contents, Glossary, headings, captions, photographs) to read NF
Summarizing a text helps to determine the most important part. .
Students will be able to…
use features of a text to navigate the text.
relate important ideas in the text to each other and to other texts
gain information from photographs and captions to better understand a topic.
summarize to find the main idea and support with details from the text.
ask questions before, during and after reading a text.
Students will know…
Writers write non fiction to inform a
Students will be able to…
explain the purpose of their writing.
Writers include text features to help a reader navigate a text.
Writers organize information based on specific sub topics within a topic.
Writers include pictures, diagrams and captions to aid the reader with knowledge.
Writers research multiple sources to gather information about a topic.
Writers paraphrase research to write in their own words.
Writers write in a logical sequence.
Writers understand that to write nonfiction, the writer needs to become very knowledgeable about a topic.
Writers revise their work by adding more information.
Students will be able to…
explain the purpose of their writing.
create a table of contents, glossary and create headings to group their information into paragraphs/chapters according to the headings.
use headings, labeled diagrams, drawings, table of contents, or other features of informational text to guide the reader.
create a caption for a photograph/illustration/diagram.
research to gather information about a topic from at least two sources.
Realize when they require more information – go back and continue research.
paraphrase text by utilizing a graphic organizer (T-chart) to put information in their own words.
organize their writing into this order: Cover (with Title), Table of contents, introduction, information, concluding statement and glossary.
create a paragraph including a topic sentence, details with transitions and a concluding sentence for each sub topic.
revise/edit their writing to check for errors and organization.
demonstrate learning new content by paraphrasing.
Reading for Informational Texts
R I.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI. 5. Use text features and search tools to located information relevant to a given topic efficiently.
RI. 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Writing
W 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details
Provide a concluding statement or section.
L: Explained what resources the library has and how to look up information.
Online Student Britannica
Online Grolier Encyclopedia
Encyclopedias
Lesson Plan: Books I Really Like
Essential Question: What does an ad for a book look like?
Grade Level: Fifth Grade
Learning Outcomes: Students will know and be able to . . .
Reading Content
Students will know…
We can read fiction for many purposes (e.g., for entertainment, to learn facts, to learn a lesson).
Reading Skills
Students will be able to… //
Identify the purpose(s) for which they are reading a fiction text.
Describe the main character and his/her interactions with other characters.
Visualize key scenes using textual details.
Reading Performance Tasks:
Make a poster to persuade your peers that they would enjoy reading the same text that you read.
Goals:
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
R.5.2. Determine two or more ideas of a text and explain how they are supported by key details.
Students plan out poster.
Students create poster.